New Perspectives on the Implementation Educational Resources Information Center (eric) of Educational Technology Innovations

Most professionals in the field of educational technology have served as change agents; it is no accident that one domain in the current definition of the field specifies a sociological theory base linked to practice that includes diffusion, adoption, implementation and institutionalization of innovations. This paper emphasizes the implementation phase of the planned change process. A review of the literature is provided, leading up a description of the author's research on change in libraries. Using some hints about facilitating conditions from Mayhew (1975), the author identified the following eight conditions that appeared to facilitate the implementation of education technology innovations: (1) dissatisfaction with the status quo; (2) existence of knowledge and skills; (3) availability of resources; (4) availability of time; (5) rewards or incentives exist; (6) participation; (7) commitment; and (8) leadership. Continued searching for further confirmation in the literature has strengthened confidence in these eight conditions. This paper concludes with recommendations for future research in this area. (Author/AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY D.P. Ely TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION NEW PERSPECTIVES ON THE IMPLEMENTATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) OF EDUCATIONAL TECHNOLOGY INNOVATIONS 0 This document has been reproduced as received from the person or organization originating it. '0 Minor changes have been made to improve reproduction quality. Donald P. Ely, Professor Emeritts: Instructional Design, Development and Evaluation Syracuse University Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Most professionals in the field of educational technology have served as change agents. They were destined to perform this role since they introduce concepts, procedures and products that are often foreign to those with whom they work. It is no accident that one domain in the current definition of the field (See ls and Richey, 1994) specifies a sociological theory base linked to practice that includes diffusion, adoption, implementation and institutionalization of innovations. This paper will emphasize the implementation phase of the planned change process. Adoption is not the end For education professionals who are interested in this process, the current "in" word is implementation. Rogers' earlier works (1962, 1971) speak mostly of diffusion and adoption; Hall's Concerns-Based Adoption Model (1979, 1987) addresses the issues and actions prior to adoption in his early studies and later, the levels of use--a precursor to concerns about implementation. Fullan (1982; 1991) includes implementation within his framework of the change process: initiation, implementation, continuation and outcomes. It seems that it is time to focus on implementation. Almost every instructional development model from the early Instructional Development Institute (IDI) model (University Consortium for Instructional Development and Technology, 1968) to current models that focus on computer-based learning (Hannafin and Peck, 1988) include implementation. Clearly, this is a time to focus on this phase of the change process. The diffusion precursors Rogers paved the way with his Diffusion of Innovations (1962, 1971, 1995). His presence at Michigan State University at the same time as Charles Schuller, Kent Gustafson and Ed Caffarella provided convenient and compatible relationships with the field of instructional technology. One of the earliest studies that blended Rogers' concerns and those in the evolving field of instructional development was on rejection of new educational media (Eicholz, 1975). Rogers continued to be embraced by our field and AECT over the years. In fact, he was the keynote speaker for the 1997 convention in Albuquerque. Rogers' initial emphasis was on diffusion--spreading the word (if not the seed; his field was agricultural sociology). His influence has led to several